Culturally appropriate curriculum is the opposite of developmentally appropriate curriculum

Goals/Objectives:

Literacy: 17. Demonstrates knowledge of print and its uses. 18. Comprehends to books and other texts.

English Language Acquisition: 37. Demonstrates progress in listening to and understanding English.  38. Demonstrates progress in speaking English. (TS, 2010).

Standards Covered:

Curriculum:  The program uses a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Teaching:  The program uses developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the curriculum goals. Families:  Teaching relationships are sensitive to family composition, language, and culture. (NAEYC, 2005).

Materials:

The book A Rainbow of Friends (Hallinan, 2005), IPad, photos of children from around the world, crayons, tongue depressants, various colored construction paper and yarn, glue, cloth material.  

Introduction:

“Friends come in all colors and sizes; they can be funny or serious, musical or athletic, outgoing or quiet. This book reminds children to celebrate their differences because that is what makes each of us special” (Hallinan, 2005). 

The children will talk about how their friends and family may be different in many ways, but still be the close and caring people they have always known.  By answering open-ended questions about their own interests, past experiences, and interactions, the children will talk about the wonderful and similar aspects of other people in their lives.  The children will be shown photos and IPad videos of various groups of friends with different looks, interests, and nationalities.  With open-ended questions the children will also talk about what makes each of them special as well.  Questions can include “What type of books do you and your friends like to read together?” and “What do you and your friends like to play together?”  The subject of diversity will be evident in the words and language used with the children.

Plan for instruction/Procedure:

As the teacher reads the book children will be asked open-ended questions, re-tell the story, and interact with the other children about what, where, and why the story takes place.  The children will also look at pictures of the book, while being asked open-ended questions; for example “What do you see that may be different about you and your friends?” and “How do you feel about the things that are the same?” Children will also pretend to tell the story in their own words with their perception of the book (with teacher guidance), as well as personal experience.

Checking for

Understanding/

Assessment:

Children will create culturally diverse people from around the world stick puppets, using tongue depressants, glue, cloth material, and various colored construction paper and yarn.  The focus will be on the numerous and diverse way that all people may dress and look, and how we are all special in our own way.  The children will be encouraged to use creative thinking and cognitive skills to decide what the type of clothing, shoes, hair (yarn) and face may be. After the puppets are completed, a group puppet show involving all children will be performed to check for understanding and assessment.         

Adapting to Diversity:

The various cultures within the classroom will be well-represented within the framework of this lesson plan.  All children will be asked open-ended questions that will allow them to talk about the past experiences they have had within their personal lives, including what may make us look and sound different.  An important aspect the educator must stress upon is that everyone is wonderful, special, and unique in their special way, and that the world needs us all.

Cultural Misunderstandings, Misconceptions or Bias

It is imperative for the educator to be careful, sensitive, and aware of the words and language that is used, especially when young, impressionable children hear and mimic most of what they hear.  An example of bias that can occur is the images used in a lesson that can be perceived as stereotypical. An effective action plan can include images that are well thought-out and planned beforehand to ensure well-diversified images are only shown to the children. (Curenton & Iruka, 2013, section 2.4).

Home-School Partnership:

A culturally competent educator will understand and recognize that home-school partnerships are one of the most critical aspects of the early childhood education classroom.  The parents and family can be a vital part of the overall education of the child, which also includes the cultures, traditions, and values of the family. Newsletters, memos, and home collaboration activities that are focused on different cultures can encourage families to become actively involved in their child’s progression, as well as cultural interests. 

Personal Reflection:

By ensuring that all children feel welcome within the classroom environment, as well as actively participate and interact with others, they will respect and accept other diverse cultures, as well as learn about their own.  “Children bring to learning environments different backgrounds, interests, experiences, learning styles, needs, and capacities” (NAEYC, 2005). 

Goals/Objectives:

Literacy: 17. Demonstrates knowledge of print and its uses. 18. Comprehends to books and other texts.

English Language Acquisition: 37. Demonstrates progress in listening to and understanding English.  38. Demonstrates progress in speaking English. (TS, 2010).

Standards Covered:

Curriculum:  The program uses a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. Teaching:  The program uses developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the curriculum goals. Families:  Teaching relationships are sensitive to family composition, language, and culture. (NAEYC, 2005).

Materials:

The book Perro grande…Perro pequeno / Big dog…Little dog (Spanish and English edition) (Eastman, 1982), IPad, crayons, scissors, glue, various colored construction paper, ooglie eyes, brown paper bags.

Introduction:

“This delightful book chronicles a day in the life of Ted and Fred-two dogs who are different in every way, but also the best of friends. An irreverent introduction to the concepts of size, color, and opposites” (Eastman, 1982).

Children will be shown different IPad photos that include friends of all ages, sizes, nationalities, and cultures. Children will talk about how different friends may look and sound, but still have many wonderful traits that make each person special. Open-ended questions will be asked, such as “What type of language do you speak at home?” and “Would anyone like to teach us a new word in a different language?”  As it states in our text  “Lead the class in discussions about how people sometimes speak different languages at home, and let children know this is a good thing and that they can learn fun new words from their peers who speak a different language at home” (Curenton & Iruka, 2013, section 3.3). While introducing the children to another language, in this case Spanish, they will also be talking about concepts of size, color, and opposites. 

Plan for instruction/Procedure:

As the teacher reads the book the children will be asked open-ended questions, re-tell the story, and interact with the other children about what, where, and why the story takes place.  The children will also look at pictures of the book, while being asked open-ended questions; for example “How do you think our friends may be different than us?” or “What are the different sizes of dogs can be friends?” By incorporating a bilingual book in the lesson plan children will learn to respect and accept people who may speak differently, as well as including ELLs into the curriculum Advice from our textbook includes “Get the bilingual version of a few popular classroom books, and learn how to read these books during one-on-one time with the DLL, and even sometimes in small groups” (Curenton & Iruka, 2013, section 3.3). 

Checking for

Understanding/

Assessment:

Children will create paper bag dog puppets that will reflect different features, sizes, and colors.  Children will talk about how people can look and sound different, with each person being special in their own way.  As the children create their puppets, they will be asked open-ended questions, such as “What language does your dog puppet speak?” and “What color fur does your dog puppet have, and what special things does he or she do?”  Children will also conduct one-on-one puppet shows to encourage dialogue and interaction between them.

Adapting to Diversity:

Although the paper bag dog puppets may be different than the subject of multiculturalism, the concept is still similar and relevant in that children can gain an understanding of the different features, colors, and sounds that make dogs (and people) special in their own right.  By observing and appreciating the differences and similarities of various cultures and languages, respect and acceptance are taught and learned at a very young age. 

Cultural Misunderstandings, Misconceptions or Bias

By careful planning and selection an early childhood educator can avoid any misunderstandings, especially when various languages are used.  An example given is that language and interaction in this lesson plan can easily have misconceptions if an ELL child does not feel comfortable speaking English; however, it is important to allow children to speak in the language they do feel most comfortable with.  Another misconception is that assessments can be mistakenly based on verbal language rather than communication. An effective action for this can include assessing children in their home language, thereby eliminating any misunderstanding that may occur. (Curenton & Iruka, 2013, section 2.4).

Home-School Partnership:

Home-school relationships can certainly assist in all of the classroom children learning and thriving when other languages are introduced.  There are a plethora of strategies and methods that can be incorporated for further language learning at home.  While the home language is still encouraged to be spoken and implemented at home, the added benefits can include cultural classroom presentations that widen the knowledge of their traditions and values.  Bilingual books can also be sent home to assist in teaching others in the household that may be ELLs.  “Teachers must also consider how other students can scaffold their DLL peers and how they, the teachers, can best relate to parents who are not fluent English speakers” (Curenton & Iruka, 2013, section 3.3).

Personal Reflection:

English and dual language learners do have a difficult path in feeling comfortable and welcome in a very different environment than what they may be accustomed to; however, it is up to a culturally competent educator to ensure this path is as smooth and achievable as possible.  By patient, sensitive, and caring instruction and direction, every child can thrive and succeed in the objectives set before them.